Syllabus Edition

First teaching 2021

Last exams 2024

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Basic Percentages (CIE IGCSE Maths: Extended)

Revision Note

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Mark

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Expertise

Maths

Basic Percentages

What is a percentage?

  • “Per-cent” simply means “ ÷ 100” (or “out of 100”)
  • You can think of a percentage as a standardised way of expressing a fraction – by always expressing it “out of 100”
  • That means it is a useful way of comparing fractions e.g.

½ = 50 over 100 = 50% 

⅖ = 40 over 100 = 40%

¾ = 75 over 100 = 75%

 

How do I work out basic percentages of amounts?

  • You can use simple equivalences to calculate percentages of amounts without a calculator
    • 50% = 1 half so you can divide by 2
    • 25% = 1 fourthso you can divide by 4
    • 20% = 1 fifth so you can divide by 5
    • 10% = 1 over 10 so you can divide by 10
    • 5% = 1 over 20 so you can find 10% then divide by 2
    • 1% = 1 over 100 so you can divide by 100 etc.

  • You can then build up more complicated percentages such as 17% = 10% + 5% + 2 x 1%

How do I find any percentage of an amount?

  • Method 1: You can find any percentage of an amount by dividing by 100 and multiplying by the given %
    • 23% of 40 is 40 ÷ 100 = 0.4, multiply by 23:  0.4 × 23 = 9.2
  • Method 2: To find “a percentage of X”: multiply X by the "decimal equivalent" of that percentage (percentage ÷ 100)
    • for example,  23% of 40 is 40 x 0.23 = 9.2
  • To find “A as a percentage of B”: do A ÷ B to get a decimal, then x 100, e.g.
    • for example, to find 26 as a percentage of 40 first do 26 ÷ 40 = 0.65, then x 100 to get 65%
      • 26 is 65% of 40

Worked example

Jamal earns £1200 for a job he does and pays his agent £150 in commission.

Express his agent's commission as a percentage of Jamal's earnings.

Commission over Earnings cross times 100

150 over 1200 cross times 100 equals 12.5

bold 12 bold. bold 5 bold percent sign

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Mark

Author: Mark

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.